The Journal Pedagogia Universitaria y Didáctica del Derecho is open to submission researchs.
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The purpose of this article is to present a proposal for an emancipatory pedagogical and legal-philosophical foundation for the curricular designs of law programs in Colombia. Methodologically, this research was developed under an emerging paradigm, whose interdisciplinary nature allows for the interrelation of the categorical structures of law, pedagogy and philosophy, from a qualitative approach, a documentary design and a hermeneutic method that allowed for the collection, analysis and interpretation of human acts expressed as texts, through the technique of document review collection and the use of analysis matrices. As a result, it was found that the conciliatory nature of the dialogical pedagogical model allows the integration of structural elements of critical pedagogy, education and andragogy, consistent with an emancipatory iusphilosophical foundation, which leads to the formation of comprehensive, autonomous and free legal professionals committed to social transformation through the development of cognitive, metacognitive, practical, axiological and socio-affective skills, based on awareness processes that allow the identification of problems and alternative solutions from community and intercultural dialogue, the ecology of knowledge, participation and critical reflection with vulnerable communities.